Distance supervision in the Aiglé Foundation's Latin American Psychotherapy Training Program

2018 ◽  
Vol 75 (2) ◽  
pp. 282-291
Author(s):  
Héctor Fernández Álvarez ◽  
Maria del Pilar Grazioso ◽  
Diana Kirszman
Keyword(s):  
Training Program ◽  
Latin American ◽  
Psychotherapy Training ◽  
Distance Supervision

A New Psychotherapy Training Program

1999 ◽  
Vol 23 (2) ◽  
pp. 95-102 ◽  
Author(s):  
Bernard D. Beitman ◽  
Dongmei Yue
Keyword(s):  
Training Program ◽  
Psychotherapy Training

Family-of-Origin Experience in a Psychotherapy Training Program

1988 ◽  
Vol 69 (1) ◽  
pp. 54-57 ◽  
Author(s):  
Robert L. Beck ◽  
Carlton E. Munson
Keyword(s):  
Training Program ◽  
Family Of Origin ◽  
Psychotherapy Training

E-Learning vs. Traditional Teaching Methods

2011 ◽  
pp. 174-178
Author(s):  
Chris Blackmore ◽  
Emmy van Deurzen ◽  
Diby Tantam
Keyword(s):  
Training Program ◽  
Psychotherapy Training ◽  
Practical Experience ◽  
European Countries ◽  
Family Work ◽  
Face To Face ◽  
The United Kingdom ◽  
E Learning ◽  
Self Assessments ◽  
The Impact

We have conducted a series of action research projects on elearning in recent years, funded by grants from the European Commission. The SEPT project (Tantam, 2001) showed that access to psychotherapy for those who are in most need is restricted in many European countries. Accessibility factors played a part in this, and the SEPTIMUS project was designed to widen accessibility to psychotherapy by increasing access to training for students who live in geographically isolated areas, who have family/work commitments or who have a disability. SEPTIMUS is a 1-year psychotherapy training program blending theoretical instruction and tutoring delivered by elearning methods with supervision, therapy and practical experience delivered face to face and local to one of the 16 participating training centers, located in one of eight European countries. The project was coordinated from the United Kingdom (UK), and the training program was available to students in Austria, Czech Republic, Ireland, Italy, Poland, Portugal, Romania and UK The impact of the training was evaluation by means of student self-assessments, participation, time spent on-site, tutor-marked assignments, tutor feedback, supervisor reports and student feedback. One hundred fifty-six students have completed the course, and we recruited an additional 61 students taking comparable but traditional face-to-face courses in three of our participating training institutes to act as educational controls. In this article, we present the results of a comparison between the elearning students and these educational controls.

scholarly journals Focalização ou eficácia na inserção profissional? Um trade-off na profissionalização de jovens

2019 ◽  
Vol 80 (194) ◽  
Author(s):  
Cláudio Nogueira ◽  
Luís Paiva
Keyword(s):  
Labor Market ◽  
Training Program ◽  
Key Words ◽  
Latin American ◽  
Empirical Data ◽  
Vocational Training ◽  
Basic Education ◽  
Trade Off ◽  
Belo Horizonte ◽  
America Latina

Faz um breve exame de dois dos mais importantes modelos de profissionalização da América Latina: o do Senai, no Brasil, e o do Chile Joven, no Chile. Sugerimos como hipótese que, em ambos os programas, existe um trade-off entre a busca de focalização e a da eficácia na inserção no mercado de trabalho. Dados empíricos provenientes de um programa de profissionalização independente (realizado em Belo Horizonte e financiado pelo Unicef) dão suporte a esta hipótese. Examina, ainda, algumas possibilidades de superação do dilema e apresenta, de maneira breve, a forma como o Chile e o Brasil têm lidado com a questão: via criação de programas específicos voltados para clientelas específicas (Chile), ou procurando universalizar a educação básica e corrigir o fluxo escolar (Brasil). Palavras-chave: educação profissional; focalização; mercado de trabalho; inserção profissional. Abstract This paper makes a brief exam of two of the most important Latin American models of vocational training: Senai, in Brazil, and Chile Joven, in Chile. By investigating this models, we suggest there is a trade-off between the program focus and the efficacy in labor market insertion. The use of empirical data from an independent training program gives support to this hypothesis. The article also examines some possibilities that can be used to overcome this trade-off, and it also presents the way Chile and Brazil are dealing with the matter: via the creation of specific programs directed to specific clients (Chile); or through the generalization of basic education and correction of the scholastic flow. Key-words: vocational training; focus; professional insertion.

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